A Study On Chinese Classroom Problem Behavior Of African Students In Primary Level

The research object in the paper is classroom problem behavior of African students in primary level.Through questionnaire survey and classroom observation,the behavior of introversion problem and extroversion problem was used as classification criteria to investigate the classroom performance of African students in the primary stage.Based on the characteristics of African students and the results of interviews,this paper analyzes the causes of students 'classroom problem behavior,and puts forward some strategies to solve the classroom problem behavior of African students in the primary stage.This paper is divided into five parts:The first part is the introduction of the article,including the reasons for the choice of topics and the significance,the behavior of the classroom problems and the current research status of African students in China,the theoretical basis of the research,the research object and scope,and method of the research.The second part,First of all,we briefly introduce the general situation of African students in G University.Secondly,through the analysis of teachers 'questionnaires and classroom observation records,we find that the classroom problem behavior of African students in the primary stage has four characteristics: universality,concentration,stage and susceptibility.The main manifestations are late,wandering,frequent cell phone viewing,chat,wearing headphones to attend classes,walking around,sleeping,and going out to class.In the classroom,teachers tend to ignore the behavior of introversion problems.Finally,the author collates the results of the interview and analyzes the reasons of the students 'classroom problem behavior based on the characteristics of African students.The third part,After investigation and analysis,we summarized three main influencing factors and put forward suggestions from three perspectives: students,teachers and environment.It is hoped that it can provide some reference and reference for novice teachers,so that they pay enough attention to the classroom problem behavior of African students in the early stage.The fourth part,suggestions are made in three aspects: students,teachers and environment.It is hoped that it can provide some reference for novice teachers,so that they pay enough attention to the classroom problem behavior of African students in the early stage.The last part,The conclusion points out the shortcomings of the research.